Bibliography: stcse students‘ and Teachers‘ Conceptions and Science Education




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Reinders Duit

IPN – Leibniz Institute for Science Education at the University of Kiel

Olshausenstr. 62

24098 Kiel Germany

duit@ipn.uni-kiel.de

Bibliography: STCSE

Students‘ and Teachers‘ Conceptions and Science Education

Version: 22/08/2002


Aalst, H. F. v. (1985). The differentation between connections in series and in parallel from cognitive mapping. Implications for teaching. In R. Duit, Jung, W. , Rhoeneck, C. von, Aspects of understanding electricity. Kiel: Schmidt & Klaunig: 115-128 // g6,g7,P,E

Aalst, J. (1997). Learning about heat and matter with CSILE: An inquiry into conceptual change. Occasional paper: Department of Curriculum, Teaching, and Learning, University of Toronto, 1-32 // g7,P,T,AT

Abd-El-Khalick, F., BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching 34(7), 673-699 // g8,CSC

Abd-El-Khalick, F., Lederman, N. G. (1998). Improving science teachers' conceptions of the nature of science. Paper presented at the annual meeting NARST, San Diego, 1998, 1-66 // g7,g8,CTL,CSC

Abd-El-Khalick, F., Bell, R. L. , Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education 82(4), 417-736 // g8,CSC,CTL,VIDEO

Abd-El-Khalick, F., Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching 37(10), 1057-1095 // g3,g7,CSC

Abd-El-Khalick, F., Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education 22(7), 665-702 // g8,CSC

Abd-el-Khalik, F., Bell, R. L. , Schwarz, R. S. (2002). Views of nature of science questionaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching 39(6), 497-521 // g1,g5,g6,CSC

Abdel-Wahab, M. C. (1978). Levels of understanding of new physics laws. Madison: University of Wisconsin // g6,P,Q.

Abdeljabbar, M. (1986). Quelle methodologie d'identification des representations des eleves dans le contexte extra-scolaire et scolaire. In A. Giordan, Martinand, J. L., Feuilles d'epistemologie appliquee et de didactique des sciences. Paris: Instaprint: 33-38 // g7

Abdullah, K. B., Lowell, W. E. (1981). The ability of children to generalize selected science concepts. Journal of Research in Science Teaching 18(6), 547-555 // g6

Abdullah, A., Scaife, J. (1997). Using interviews to assess children's understanding of science concepts. School Science Review 78(285), 79-84 // g5

Abell, S. K., Smith, D. C. (1992). What is science? Preservice elementary teachers' conceptions of the nature of science. In S. Hills, The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I. Kingston, Ontario: The Faculty of Education, Queens University: 11-22 // g8,CSC

Abell, S. K., Smith, D. C. (1994). What is science?: Preservice elementary teachers' conceptions of the nature of science. International Journal of Science Education 16(4), 475-487 // g8,CSC

Abell, S. K., Roth, M. (1995). Reflections on a fifth-grade life science lesson: Making sense of children's understanding of scientific models. International Journal of Science Education 17(1), 59-74 // g7,g8,B,CTL

Abell, S. K., Jacks, A. M. (2000). Thinking like a teacher: Learning to teach science in a study abroad program. In S. K. Abell, Science teacher education - an international perspective. Dordrecht, The Neterhlands: Kluwer Academic Publishers: 141-156 // g8,CTL

Abell, S. K. (2000). Science teacher education - an international perspective. Dordrecht, The Netherlands: Kluwer Academic Publishers // g9.

Abell, S., Martini, M. , George, M. (2001). "That's what scientits have to do": Preservice elementary teachers' conceptions of the nature of science during a moon investigation. International Journal of Science Education 23(11), 1095-1109 // g7,CSC

Abimbola, I. O. (1988). The problem of terminology in the study of student conceptions in science. Science Education 72, 175-184 // g1

Abimbola, I. O., Yarroch, W. L. (1993). The problem of terminology in the study of student conceptions in science: A second look. In J. Novak, Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, New York: Cornell University (distributed electronically) // g1

Abraham, M. R., Grzybowski, E. B. , Renner, J. W. , Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching 29(2), 105-120 // g6,C

Abraham, M. R., Williamson, V. M. , Westbrook, S. L. (1994). A cross age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching 31(2), 147-165 // g6,C

Abraham, M. R. (1998). The learning cycle approach as a strategy for instruction in science. In B. J. Fraser, Tobin, K. G., International handbook of Science Education, Part 1. Dordrecht, Netherlands: Kluwer Academic Press: 513-524 // g1,PIAGET,g7

Abrams, E., Wandersee, J. H. (1995). How does biological knowledge grow? A study of life scientists' research practices. Journal of Research in Science Teaching 32(6), 649-663 // g6,CSC

Abrams, E. (1998). Talking and doing science: Important elements in a teaching-for-understanding approach. In J. Mintzes, Wandersee, J. , Novak, J., Teaching science for understanding. San Diego: Academic Press: 307-323 // g1,SCON,CC,g7

Abrams, E., Southerland, S. (2001). The how's and why's of biological change: How learners neglect physical mechanisms in their search for meaning. International Journal of Science Education 23(12), 1271-1281 // g6,GC,B

Acampo, J., de Jong, O. (1994). Chemistry teachers' learning processes: A study of teacher training and reflection on classroom activities. In H. J. Schmidt, Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany. Hong Kong: International Council of Associations for Science Education: 229-237 // g8,CTL

Acampo, J. (1995). Chemistry teachers' learning processes concerning education in electrochemistry for 5 VWO. In D. Psillos, European Research in Science Education II. Thessaloniki: Art of Text S. A.: 441-448 // g8,C

Ackermann, K., Dinter, K. , Jaeckel, K. (1986). Untersuchungen von Schuelervorstellungen und Handlungsweisen im Bereich Waermelehre. In H. Mikelskis, Zur Didaktik der Physik und Chemie. Vortraege auf der GDCP-Tagung 1985. Alsbach: Leuchtturm: 203-205 // g6,P,T

Adamczyk, P., Willson, M. , Williams, D. (1994). Concept mapping: A multilevel and multi-purpose tool. School Science Review 76(275), 116-124 // g5,g7

Adamczyk, A., Willson, M. (1996). Using concept maps with trainee physics teachers. Physics Education 31(6), 374-381 // g5

Adams, R. J., Doig, B. A. , Rosier, M. (1991). Science learning in Victorian schools: 1990. Melbourne, Australia: Australian Council for Educational Research // g6,P,AT,AS,M,O,B,GEN.

Adams, P. (1997). Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching 34(6), 633-653 // g8,g9,CTL

Adams, A., Chiappetta, E. (1998). Students' beliefs, attitudes, and conceptual change in a traditional high school physics classroom. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-24 // g7,P,M,FORCE,CTL,CSC,STS

Adams, D. (1998). Students' beliefs, attitudes, and conceptual change in a constructivist high school physics classroom. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA, USA // g7,CSC,ATT,P,FORCE,LPRO

Adams, A. D., Chiapetta, E. L. (1998). Students' beliefs, attitudes, and conceptual change in a traditional high school physics classroom. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 1998 // g1,CC,CON,g7,CSC,AFF

Adams, P. E., Krockover, G. H. (1999). Stimulating constructivist teaching styles through use of an observation rubric. Journal of Research in Science Education 36(8), 995-971 // g1,KELLY,g8,CTL,CSC,VIDEO

Adeniyi, E. O. (1985). Misconceptions of selected ecological concepts held by some Nigerian students. Journal of Biological Education 19(4), 311-316 // g6,B

Adey, P. (1987). A response to "Towards a Lakatosian analysis of Piagetian and alternative conceptions research program". Science Education 71(1), 5-7 // g1

Adey, P., Shayer, M. (1988). Strategies for meta-learning in physics. Physics Education 23, 97-104 // g1

Adey, P., Shayer, M. (1991). An exploration of long-term far-transfer effects following an extended intervention programme in the high school science curriculum. Final manuscript accepted by Cognition and Instruction, 1-20 // g1

Adey, P. (1992). Alternative constructs and cognitive development: Commonalities, divergences, and possibilities for evidence. Research in Science Education 22, 1-10 // g1

Adey, P. (1994). The problem with problem solving - in chemistry and in general. In H. J. Schmidt, Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany. Hong Kong: International Council of Associations for Science Education: 203-210 // g1

Adey, P. (1994). Science Education research and cognitive science. In P. L. Lijnse, European research in Science Education - Proceedings of the first Ph. D. Summerschool. Utrecht: CDß Press, Centrum voor ß-Didactiek: 17-32 // g1

Adey, P. (1995). Science Education research and cognitive science. Research in Science Education 25(1), 101-113 // g1,COSC

Adey, P. (1999). Revisiting cognitive conflict, construction, and metacognition, and discovering metaconstructivism. In M. Komorek, Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A., Research in Science Education - Past, Present, and Future Vol.1. Kiel: IPN Kiel: 58-61 // g1,CON,PIAGET

Aduriz-Bravo, A. (2001). A proposal to teach the abductive argumentation pattern through detective novels. In D. Psillos, Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M., Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 2. Thessaloniki, Greece: Aristotle University of Thessaloniki: 715-717 // g7,CTL

Aebli, H. (1963). Ueber die geistige Entwicklung des Kindes. Stuttgart: Klett // g1.

Aebli, H. (1970). Piaget and beyond. Interchange 1, 12-24 // g1

Aebli, H. (1977). Piagets Deutung der kognitiven Entwicklung und ein Gegenmodell des geleiteten Strukturaufbaus. In H. Reulecke, Strukturelles Lernen. Hamburg: Hoffmann und Campe: 145-161 // g1

Aguiar, O. J., Filocre, J. (2001). A Piagetien model of teaching: A tool for the planning and assessment of teaching units. In D. Psillos, Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M., Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 2. Thessaloniki, Greece: Aristotle University of Thessaloniki: 721-723 // g7,P,T,VIDEO,LPRO

Aguirre, J., Erickson, G. L. (1984). Students' conceptions about the vector characteristics of three physics concepts. Journal of Research in Science Teaching 21(5), 439-457 // g6,P

Aguirre, J. M. (1988). Student preconceptions about vector kinematics. The Physics Teacher 26(4), 212-216 // g6,P,M

Aguirre, J. M., Rankin, G. (1989). College students' conceptions about vector kinematics. Physics Education 24, 290-294 // g6,P,M

Aguirre, J. M., Haggerty, S. M. (1990). Student teachers' conceptions of science, teaching and learning: A case study in preservice education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, Georgia // g8,CTL,CSC

Aguirre, J. M., Haggerty, S. M. (1995). Preservice teachers' meanings of learning. International Journal of Science Education 17(1), 119-131 // g8,CTL

Ahlberg, M. (1993). Concept maps, vee diagrams and argumentation analysis as tools to make research on conceptions and misconceptions. In J. Novak, Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, New York: Cornell University (distributed electronically) // g5

Aho, L., Huopio, J. , Huttunen, S. (1993). Learning science by practical work in Finnish primary schools using materials familiar from the environment: A pilot study. International Journal of Science Education 15(5), 497-507 // g6,B

Ahtee, M. (1993). A survey of the Finnish pupils' conceptions about thermal phenomena. In J. Novak, Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, New York: Cornell University (distributed electronically) // g6,P,T

Ahtee, M., Pehkonen, E. (1994). Constructivist viewpoints for school teaching and learning in mathematics and science. Helsinki: Department of Teacher Education, University of Helsinki // g1.

Ahtee, M. (1994). The development in teaching of physics. In M. Ahtee, Pehkonen, E., Constructivist viewpoints for school teaching and learning in mathematics and science. Helsinki: Department of Teacher Education, University of Helsinki: 43-50 // g1

Ahtee, M. (1994). A case study on the teaching of optics on the ninth grade level. In M. Ahtee, Pehkonen, E., Constructivist viewpoints for school teaching and learning in mathematics and science. Helsinki: Department of Teacher Education, University of Helsinki: 69-74 // g7,P,O

Ahtee, M. (1995). Pupils' understanding of density at secondary level. Paper presented at the First European Conference on Research in Science Education, Leeds, UK, April 7.-11. , 1995 // g6,P,M

Ahtee, M., Varjola, I. (1998). Students' understanding of chemical reaction. International Journal of Science Education 20(3), 305-316 // g6,C

Aiello-Nicosia, M. L., Sperandeo-Mineo, R. M. (1982). An experimental study of the relationship between formal thinking and physics achievment. Journal of Research in Science Education 4(2), 203-211 // g6,P

Aiello-Nicosia, M. L., Sperandeo-Mineo, R. M. (2000). Educational reconstruction of physics content to be taught and of pre-service teacher training: A case study. International Journal of Science Education 22(10), 1085-1098 // g7,P,T,HEATEM,g9

Aikenhead, G. S. (1987). High school graduates beliefs about Science-technology-society. III. Characteristics and limitations of scientific knowledge. Science Education 71(4), 459-487 // g6,STS,GEN

Aikenhead, G. S. (1992). How to teach the epistemology and sociology of science in a history context. In S. Hills, The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I. Kingston, Ontario: The Faculty of Education, Queens University
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